NATIONALKINDERGARTEN

CURRICULUM GUIDE2011

Week 24 plan

Reformatted for distribution viaDepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2013

Curriculum Development DivisionBureau of Elementary EducationDEPARTMENT OF EDUCATION

in cooperation with the UNITED NATIONS CHILDREN’S FUND

NATIONAL KINDERGARTEN CURRICULUM GUIDE (NKCG) Government Property (Not for Sale) Copyright, 2011

Copyright Notice. Section 9 of Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the

work is created shall be necessary for exploitation of such work for profit.”

This Eight – Week Summer Kindergarten Curriculum for Filipino Children was prepared by the Curriculum

Development Division, Bureau of Elementary Education, Department of Education.

Management Staff. Yolanda S. Quijano, Undersecretary for Programs and Projects, Angelita M. Esdicul, Director III, OIC-Office of the Director IV, Simeona T. Ebol, Chief, Curriculum

Development Division, Irene C. de Robles, OIC Assistant Chief, Curriculum Development Division,

Josefina V. Lacuna, Senior Education Program Specialist, Project Coordinator, Forcefina E. Frias, Education Program Specialist, Nerisa M. Beltran, Education Program Specialist, and Eldy U. Oñas,

Education Program Specialist, Assistant - Team Project Coordinators.

BEE Writers. Rogelio O. Doñes, Ofelia H. Eustaquio, Virginia T. Fernandez, Galileo L. Go, Josefina V. Lacuna, Nerisa M. Beltran, Kathleen C. Diza, Forcefina E. Frias, Robesa R. Hilario,

Thea Joy G. Manalo, Judy Ann R. Marquez, Marion Grace A. Murillo, Eldy U. Oñas, Marilou D.

Pandiňo, and Rosalinda T. Serrano.

DepED Offices - Field Writers. Michelle A. Mejica, III, Jenifer E. Quinto - Div. of San Jose Del Monte City, III, Virgilio L. Laggui - Div. of Bulacan, III, Edwina C. Nabo – Div. of Sta. Rosa City,

IV-A, Manuela S. Tolentino – Div. of Cavite, IV-A, Gloria M. Cruz, IV-B MIMAROPA, Charity A.

Capunitan - Div. of Or. Mindoro, IV-B, Florida L. Madrid - Div. of Calapan City, IV-B, Lany M. Semilla - Division of Marinduque, IV-B, Adelardo I. Malaluan - Div. of Occ. Mindoro, IV-B, Roger

Capa - Div. of Romblon, IV-B, Sonia H. Herezo, VI, Heidelyn P. Geromiano - Div. of Capiz, VI, Asst. Supt. Salustiano T. Jimenez - Div. of Cebu City - VII, Luzviminda L. Ona, NCR, Carmelita N.

Miranda - Div. of Manila, NCR, and Jenny J. Bendal - Div. of Muntinlupa City, NCR.

Administrative Aide. Marcelino C. Bataller, Ferdinand S. Bergado, Roy L. Concepcion, Bryan R.

Simara, Dennis E. Geroca, Jannet Labre

Consultants. Feny de los Angeles-Bautista, Marissa J. Pascual, Marjorie Salcedo-Javier

Funding Partner. UNICEF – Philippines – Representatives: Ma. Lourdes de Vera-Mateo, Chief,

Fe Nogra-Abog, ECD Specialist, Education Section

Printed with the Assistance of UNICEF, Philippines, 31st Floor, Yuchengco Tower, RCBC Plaza, 6819

Ayala Corner Buendia, Makati City

Curriculum Development Division, Bureau of Elementary Education Office Address : Rm. 204, Bonifacio Bldg.,

DepEd Complex, Meralco Avenue, 1600 Pasig City Telefax : (02) 638-4799/637-4347

Email address : preschool.bee@gmail.com

FOREWORD

Brain development occurs during the first 8 years of life of the child. Early experiences contribute significantly to the structure of the brain and its capacities. Early interactions, how we relate and respond, directly affect the way the brain is interconnected. Development is also influenced by nutrition, surroundings and stimulation. Cognizant of how brain development takes place, a curriculum which will enhance its development should be in place. Hence, the development of the forty-week Kindergarten Curriculum or the National Kindergarten Curriculum Guide (NKCG). The NKCG intends to provide the Kindergarten teachers everyday learning episodes which are correspondingly supported with developmentally-appropriate activities. The NKCG has the following features:

It is of 2 Parts: Part I – Weeks 1 – 20

(1 – 10 First Grading Weekly Plans) (11 – 20 Second Grading Weekly Plans)

Part II – Weeks 21 – 40 (21 – 30 Third Grading Weekly Plans) (31 – 40 Fourth Grading Weekly Plans)

With the prescribed Blocks of Time Each week has:

Content-focus statement 5 suggested daily plans

Daily plans contain: Message for the day Suggested activities for each Block of Time

Activities and materials are appended after every weekly plans. Interrelatedness of all the learning domains is of utmost consideration, hence learning activities are carefully selected so that no learning area is taught in isolation. However, materials and activities are suggestive in nature and the teacher is still empowered to use activities/materials deemed best suited to the class being handled. The content and skills to be developed are derived from the National Kindergarten Standards and Competencies for the Five Year Old Filipino Children and employs the integrative approach in developing the skills relative to the content focus. Varied activities are utilized through games, songs, dances, rhymes, poems, stories, pictures, manipulative toys which will make learning fun, pleasant, and enjoyable, thus ensuring active interaction among the learners. Basically, the NKCG will relieve the Kindergarten teachers from worries on what and how to teach and where to get the materials needed.

SAMPLE PROGRAM OF ACTIVITIES

MORNING and AFTERNOON SESSION Time No. of

Minutes Activities Area of Development

7:30-7:40 10 Arrival Time Language Development – listening, speaking-storytelling • Introduce & reinforce routines and rules • Exploration of materials of their choice • Browsing through books • Drawing/writing • Gathering news chatting with peers/teachers

7:40-8:00 20 Meeting Time 1 • First whole group activity for the day • Perfect context for:

teaching children how to behave confidently and fairly in a group

Teaching children how to take turns talking and listening to each other

Provides children with opportunities to: • share experiences • plan the day • make choices • problem-solve

8:00 – 8:50 50 Work Period 1 Provide children with opportunities to: • explore the environment • develop thinking skills: observing, problem-solving,

measuring • develop creativity: generating ideas, creating products

8:50 – 9:10 20 Meeting Time 2 Second whole group activity for the day that provides children with opportunities to:

• share experiences • plan the day • make choices • problem-solve

9:10 – 9:25 15 Recess Gives children a chance to refuel on many levels: • physically • emotionally • socially

Children take their snacks and a chance for teachers to incorporate hands-on activities to develop desirable table manner. Values of being independent, disciplined and being conscious about healthy and nutritious food are deliberately integrated.

9:25 – 9:45 20 Rest/Story Time Provide children with opportunities to: • have time to stay still and be quiet • over-stimulation

o all day children are bombarded with sounds, sights, smells

o resolving conflicts, learning to play together and responding to the demands of adults is hard work for children

• Self-care and independence • Attending to and learning about health and hygiene • Developing the concept of time: learning the sequence of

1

daily activities Provides opportunities for:

• Listening and speaking • Imaginative thought • Making predictions

9:45 – 10:30 45 Work Period 2 • Learn to work independently and collaboratively • Make choices about their work • Gain control over what they do

20 Rhymes/Poems/Songs

Provide opportunities for: • Learning about pitch, rhythm, tempo • Language development • Understanding patterns • Developing physical skills and coordination and using the

body for self-expression • Creativity • Interaction • Enjoyment

10:30 -10:50 20 Indoor/Outdoor Games

Provide activities which may either be quiet or active. Quieting activities include thinking games and activities that involve music and light movement. Active and vigorous activities include ball games, relays, calesthenics, routine exercises or dancing.

10:50 – 11:00 10 Meeting Time3 Children are being prepared to go home. They are reminded on some road safety rules to follow.

2

KINDERGARTEN CLASS THIRD GRADING DAILY PLANS WEEK 24: ________________________

Monday Tuesday Wednesday CONTENT FOCUS: Places of Learning in the Community MEETING TIME 1: Message: There are schools or places of learning in a community. ⇒ A Daycare center is a place for learning for very young children. Some children attend daycare classes before they go to a big

school. ⇒ There are public elementary and high schools for older children. Families do not have to pay to send their children to a public school. ⇒ There are also private schools in some communities. Families have to pay when they send their children to these schools.

Questions: Where is our school located? Are there other schools in our community?

MEETING TIME 1: Message: A Madrasah is a school for Muslim children. Children learn about Allah and His teachings in a Madrasah. They also learn how to speak, read and write Arabic in their Madrasah.

Question: Where else do you know places for learning?

WORK PERIOD 1 WORK PERIOD 1 Teacher-Supervised: Diorama : Different Schools in our Community Teacher-Supervised: Where does your sibling go to school

Independent: Block Play: Schools in the community Mapping: Home to School

Word Walls: CVC Words Same and Different : Medial sounds

Kaya kong – (Draw what on can do in school) PEHT p. 80

Teacher-Supervised: Target Letter : Hh Letter Poster Independent: • Mapping: Home to School • Block Play: Schools in the community • Word Walls: CVC words • Call Out Letter Game • Writer’s Workshop

Independent: • Literature-based: Story Mobile • Literature-based: Picture Walk • Same and Different: Medial Sounds • Call Out Letter Game • Kaya kong – (Draw what on can do in school) PEH p.80

MEETING TIME 2: Game: Listen to the Sound ( medial sound)

MEETING TIME 2: Message: Some children go to schools within their community. Some children live in communities where there are no schools so they have to walk to another village just to be able to go to school Poem: I can Do Many Thing, Everybody Do this

MEETING TIME 2: Message: There are many activities children do in school. Activities can be inside the room, they can be outdoor activities. They can also be in the community, like parade, scouting activities and Alay tanim project. Activity: Snap and Clap

Supervised Recess Supervised Recess Supervised Recess STORY: Ang Batang Ayaw Gumising (UNICEF) STORY: Pasan Ko si Bunso STORY: Sumunod sa Panuto WORK PERIOD 2: WORK PERIOD 2: WORK PERIOD 2: Teacher-Supervised: Number Stations and Number Books (quantities of 8; using toothpicks or squares)

Teacher-Supervised: More Than, Less Than, As Many As (comparing quantities up to 8)

Teacher-Supervised: Hand Game and Cave Game (concrete; quantities of 8)

Independent: • Sand Play • Cover All Game (0-8) • Call Out Game: Numbers (0-8) • Number Concentration (0-8) • Number Connect Game

Independent: • Sand Play • Playdough Numerals (0-8) • Writing Papers (8) • Number stations/ number books (quantities of 8) • Cover All Game/Call Out Game: Numbers (0-9) • Number Concentration/ It’s A Match (1-8) • Picking Up Game: Numbers

Independent: • Block Play • Playdough Numerals (0-8) • Writing Papers (8) • Number stations/ number books (quantities of 8) • Comparing quantities: A Game for Partners • It’s A Match (1-8) • Who Has More? • Which Card is Missing

INDOOR/OUTDOOR ACTIVITY: Drop the Handkerchief INDOOR/OUTDOOR ACTIVITY: Body Letters INDOOR/OUTDOOR ACTIVITY: Hop Relay MEETING TIME 3: Dismissal Routine Homework: Draw your classroom

MEETING TIME 3: Dismissal Routine Homework: Draw the things you usually do in school.

MEETING TIME 3: Dismissal Routine Homework: List down the things other people in the

community do in school

3

THURSDAY FRIDAY NOTES

MEETING TIME 1: MEETING TIME 1: Message: The community uses the school in different ways.

⇒ Sometimes schools are used as evacuation centers. Question: How can the school help evacuees?

Message: The community uses the school in different ways. ⇒ Sometimes schools are used for special

celebrations in the community. ⇒ Schools are used during election.

Question: How else can the school be used by the community?

WORK PERIOD 1 WORK PERIOD 1 Teacher-Supervised: Opposite Words

Teacher-Supervised: • Let’s Write : Hh • Poster : The School can be used in different

Independent: • Literature-based: Story Mobile • Literature-based: Picture Walk • Find a Pair: Opposite Words • Opposite Words Booklet • Letter H Designs

Independent: • Letter H Designs • Opposite Words Booklet • Letter Collage • Writer’s Workshop

MEETING TIME 2: MEETING TIME 2: Message: People in the community can help the school in many ways.

⇒ They can help clean the school before classes begin ⇒ They can volunteer when something needs to be built or made

in the Madrasah. Game: Same and Different Medial Sound

Message: People in the community can help the school in many ways.

⇒ They can cook food for the children in the Madrasah. ⇒ They can make learning materials for children. ⇒ They can set-up a garden in school.

Song This is the Way We Cross The Road Supervised Recess Supervised Recess STORY: Fireman Fred (Letterland Handbook) STORY: Fireman Fred (Letterland Handbook)

WORK PERIOD 2: WORK PERIOD 2: Teacher-Supervised: Hand Game and Cave Game (concrete;

quantities of 8) Teacher-Supervised: Measuring Strings

Independent: • Number Stations/ Number Books (quantities of 8) • Comparing quantities: A Game for Partners • Number Concentration/ Mixed Up Numbers (1-8) • Cover All Game/Call Out Game: Numbers(0-8), It’s a Match

Independent: • Number Stations/ Number Books (quantities of 8) • Comparing quantities: A Game for Partners • Number Concentration/ Mixed Up Numbers (1-8) • Cover All Number/Call Out Game: Numbers (0-6); It’s A

Match (1-8) INDOOR/OUTDOOR ACTIVITY: One Potato (PEHT 231) Count and Turn (up to 8)

INDOOR/OUTDOOR ACTIVITY: People Counting Games Circle Game (up to 8)

MEETING TIME 3: Dismissal Routine MEETING TIME 3: Dismissal Routine

4

APPENDIX: WEEK 24 SMALL GROUP ACTIVITIES A. THEME-RELATED ACTIVITIES Mapping: Home to School Objective: to develop fine motor coordination Materials: newsprint Number of players/participants: 6 - 8 children Procedure:

1. Give each child a piece of newsprint. 2. Have him draw his house on one end of the paper and his school on the other end. 3. Let him recall the places he would pass by on his way to school and have him draw in the space between

his house and the school. 4. Have him describe his drawing or take down dictation if the child has difficulty writing sentences yet.

Diorama: Different Schools in our Community Objective: to create a model of different kinds of school in their community Materials: shoebox, crayons, scissors, glue, cloth/string, masking tape Number of players/participants: 6 - 8 children Procedure:

1. Divide the children into groups of 3 - 4 2. Distribute shoe boxes or any box of similar size for their diorama. 3. Brainstorm with them what can be seen in the school assigned to each group. 4. Using clay or play dough and other junk materials, have them recreate the school that was assigned to them. 5. Cover the box with art or construction paper and draw the natural features of the school. 6. Have them set up their clay and junk models inside the box. 7. Ask children to hang the name of the school or learning center they recreated on the box.

Graph: In what school does your sibling go to?

B. OTHER MATH ACTIVITIES

Block Play Objectives: to explore the attributes of 3-dimensional or space figures to demonstrate understanding of the relationship between figures to build structures using blocks Materials: table or floor blocks Number of participants/players: 1 – 4 children Procedure:

Children use table or floor blocks to build structures. While building structures children are encouraged to talk about attributes of block (e.g. long/ short, heavy/light) and the relationship of each block to another (e.g. 2 of these blocks make 1 of these blocks) Children can also be encouraged to build structures based on the theme of the week (e.g. building homes, schools, establishments in the community)

Number Stations (quantities of 8) Objectives: to count up to quantities of 8 to see that despite differences in appearance quantities remain the same (conservation)

to develop fine motor coordination Materials: several boxes of toothpicks, paper and pencil Number of participants/players: small group Procedure:

1. Teacher chooses a number to work with for the day, in this case 8. 2. Children work together exploring a given quantity of toothpicks, in this case 8, making as many arrangements as possible. Then let the

children write the number on their paper. 3. Teacher encourages the children to describe the toothpick patterns in a variety of ways.

Variation: Children can explore other materials such as pebbles, popsicle sticks, blocks and others.

5

Number Books (quantities of 8) Objective: to use numerals to describe and record quantities Materials: old magazines, scratch paper, crayons, pencils Number of participants/players: small group Procedure:

1. Help your child to draw pictures or glue in pictures from magazines of things that are important to him and write a number caption underneath.

2. It is a good idea to include zero in your book. 3. Try making a book to illustrate a favorite number story or rhyme.

Variation: Glue the designs from the Number Stations activity on sheets of paper. Bind the paper to make a book. Number Cover All Objective: to match numerals Materials: cover all boards, 2 sets of number cards, 0-8 Number of participants/players: 1 – 4 children Procedure:

1. Give each player a cover all board 2. Players take turns to pick up a card from the deck. 3. If the number appears on their board they use this to cover the number up. 4. Continue until someone fills his/her board.

Variation: One person is a caller as in a call out game. She holds the number cards and players have to shout out the name of the number in order to claim it to put on their board.

Concentration Objective: to match numerals Materials: 2 sets of number cards, 0-8 Number of participants/players: small group Procedure:

1. Lay the cards down, either in rows or just anyhow. 2. Take turns turning over 2 cards. 3. If the cards match, you win them. If not, turn them face down again. 4. Player with most number of cards win.

Playdough Numerals (0-8) Objective: to identify the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8 Materials: play dough Number of players/participants: 6 children Procedure:

1. Give each child a medium-sized ball of play dough. 2. Let them form the numerals 0, 1, 2, 3, 4, 5, 6, 7 and 8. 3. Then ask each child to create the number of objects for each numeral. (Example: 2 hearts – numeral 2)

Writing Papers (8) Objectives: to observe sequence to observe the form of each numeral to develop eye-hand coordination Materials: writing papers (with number dot patterns for each numeral), crayon Number of players/participants: individual Procedure:

1. Each child is given a writing paper with the numeral he is working on, in this case 8. 2. Children use a crayon to connect the dots of the number pattern.

Number Connect Game Objectives: to recognize numbers 1-8 to match numbers that are alike Materials: set of 28 number connect cards Number of participants/players: small group Procedure:

1. All number connect cards are placed face down. 2. Each player draws 8 number connect cards. 3. A player with a “double” begins to play.

6

4. Each player in turn says the number names and then plays as in a regular connect game. 5. The winner is the player who has played all number connect cards, or the player with the smallest number of number connect cards when

all players must pass.

Number Call Out Objective: to match numerals Materials: Call out card for each player, calling cards, tokens Number of participants/players: 1 or more children Procedure:

1. Provide each player with a Call out card (numerals). 2. Assign a student to call out what is written on calling cards. 3. First one to cover all spaces wins. If players go through all the cards without reaching Call out, they should reshuffle the cards, then turn

them face down again and continue playing until someone has won. Picking Up Game: Numbers Objective: to recognize and identify numerals Materials: fish or guava shape cut-outs (that have the numbers 1-8 written on them) with paper clip, rod with magnet Procedure:

1. Set up a “picking area” where fish with shapes are placed on the floor. 2. Children take turns using the picking rod to pick a ‘number’. 3. When a child picks a ‘number’ he identifies the number written on the fish or guava shape. 4. The next child takes his turn.

Mixed Up Numbers Objectives: to read and recognize number words to recognize the sequence of numbers Materials: vocabulary cards of number words Number of participants/players: small group Procedure:

1. Place the word cards at random in the chalk tray. 2. Ask the students to say each word with you. 3. Ask the children to help you place them in correct sequence. 4. Tell the children to hide their eyes while a mischievous kitten (you) comes and change the order of the cards. 5. The children close their eyes and lower their heads on their desk. 6. The teacher switches cards and then calls on a pupil to return them to the correct places.

It’s a Match Objective: to match numeral to set of objects/ dots Materials: one set of cards with numerals – 0 -8 one set of cards with dots (corresponding to the numerals) Number of participants/players: pairs or small group Procedure:

1. Place the numeral cards face down in a box. 2. Place the corresponding dot pattern cards in the chalk tray. 3. Call on a child to get a card from the box and place it over the equivalent card in the chalk tray. 4. If correct, the child may choose the next player.

More Than, Less Than, As Many As Objective: to compare quantities up to 8 using terms of comparison: more than, less than, the same as Materials: fruits or any objects Number of players/participants: 8 children Procedure:

1. Teacher holds a tray with eight apples. 2. Group children into three groups. 3. Each group will be given objects.

I- 5 mangoes II- 6 oranges III- 7 bananas

4. Ask questions: Which group has less than the given objects? Which group has more than the given objects? Which group has as many as the given objects?

7

Who Has More? Objective: to compare quantities Materials: assorted materials such as toothpicks, buttons, marbles Number of participants/players: small group Procedure:

1. Put out about six saucers, each with a different number of things in, for example, six toothpicks, five small buttons, four big buttons, three peas, two pebbles, one marble.

2. The child points at two saucers and chooses without counting out, which has more. Child then checks by pairing up the contents of the two saucers.

Variations:

1. Put the same number of things in two of the saucers. 2. Put four big things and four small things in another saucer. 3. Put out bigger number of things.

Comparing Numbers – A Game For Partners Objective: to compare quantities Materials: clothespins, small card numbers, more/less spinner Number of players/ participants: 3 pairs of children Procedure:

1. Each player draws a numeral card from a pile of cards. 2. Each player builds the appropriate clothespin stack to match his cards. 3. One child turns the more/less spinner. If it lands on less, the partner whose stack has lesser clothespins wins both stacks. If the spinner

lands on more, the partner with more clothespins wins both stacks. 4. They continue to take turns, each accumulating clothespins. 5. When the time is up or the children decide to end the game, they snap together all the clothespins. They turn the spinner to see if the

person who has accumulated more or less clothespins is the winner.

Which Card Is Missing? Objective: to identify missing number in a series of numbers Materials: number cards with spots drawn on them (0-8) Number of participants/players: small group Procedure:

1. Put in order a set of number cards. 2. While child closes her eyes, hide one of the card and close up the gap. 3. Ask the child which one is missing.

Variation: Swap two cards around instead of hiding one or spread the cards out anyhow and then hide one.

Hand Game (concrete, up to quantities of 8) Objective: to explore different combinations that make a given quantity Materials: any kind of counter such as pebbles, chips, or sticks Number of participants/players: small group Procedure: 1. Children work in small groups. 2. Teacher gives each child a given quantity of sticks, in this case 8. 3. Children separate counters in different ways and verbalize the combinations that result.

Teacher says: Children say: "Place seven sticks in your right hand." "None and eight is eight." or "Zero and eight is eight." "Place one stick in your left hand." "One and seven is eight." "Place one more stick in your left hand." "Two and six is eight." "Place one more stick in your left hand." "Three and five is eight." "Place one more stick in your left hand." "Four and four is eight." "Place one more stick in your left hand." "Five and three is eight." "Place one more stick in your left hand." "Six and two is eight." "Place one more stick in your left hand." “Seven and one is eight” "Place one more stick in your left hand." "Eight and none is eight." or "Eight and zero is eight."

Variation: CAVE GAME (concrete): The game proceeds as Hand Game but the position of hands is varied.

8

Measuring Strings Objectives: to measure lengths using non standard tools to compare lengths of objects Materials: 5 lengths of string labeled with a colored dot on a strip of masking tape 5 objects marked along one edge with a length of masking tape and a letter Number of participants/players: small group Procedure:

1. Tell the children to take the strings and match them with the masking tape, trying to find the appropriate length of string to measure each object.

2. The children make a record of which string matches each item. 3. Repeat the activity if you change the items to be measured. At the start measurements should be quite different but as the children gain

skill the measurements should become less differentiated, requiring more accurate measurements. C. OTHER LANGUAGE ARTS ACTIVITIES Listen to the Sound (for Meeting Time 2) Objective: to identify medial sounds Materials: none Procedure:

1. Ask children to listen to the following set of words: man, can, ban 2. Point out that all these words have the same medial sound. This sound is /a/. 3. Tell them that you want them to listen carefully to each new set of words you say and then tell you what the medial sound is. 4. Finally, ask them to provide other words that have the same medial sound.

Ask them what medial sounds do they hear in each set of words:

Other set of words: cap, map, tap hot, pot, not

bet, let, set fin, sin, bin Same and Different (Meeting Time 2) Objective: identify medial sounds Materials: none Procedure:

1. Tell the class you will read out pairs of words. Ask them to listen carefully and tell you if the words have the same or different medial sounds.

2. Read out each set of words. Ask the class to identify which word has a different medial sound. man, can, pen sam, Pam , him set, met, fat men, hen, fun nag, lag, beg

Word Wall – CVC words Letter Call Out

Same and Different Objective: to identify words with the same medial sounds Materials: CVC word cards with different medial sounds, category cards Preparation:

1. Prepare pairs of picture cards. Some pairs should have the same medial sound while others should have different medial sounds. 2. Prepare two category cards and write the word SAME on one and DIFFERENT on the other.

Procedure: 1. Lay the category cards on the table 2. Show each pair of picture cards. 3. Ask children if the words have the same medial sound. . If they do, have them place the card under the category card “SAME” . Let them identify the medial sound and give its corresponding letter name. 4. If the words don’t have the same medial sound, have them place the words under the category card ” DIFFERENT “. 5. Continue until all the words have been sorted.

9

Opposite Booklets Objective: to identify words with opposite meanings Materials: blank booklets Number of participants/players: 6 - 8 children Procedure:

1. Distribute blank booklets to children. 2. On each page, have them write words or draw pictures that show opposite meanings.

Find a Pair (opposite meanings) Objective: to identify words with opposite meanings Materials: word cards with opposite meanings Number of participants/players: 4 – 6 children Procedure:

1. Spread out words on the table. 2. Ask each child to pick out two words with opposite meanings. 3. Talk about these words. Have them practice using these words in a sentence. 4. Continue the game until all words with opposite meanings have been located.

Word Walls –CVC words Objective: to identify medial sounds Materials: manila paper, 1/8 strips of paper, marker Number of participants/players: 6 - 8 children Procedure:

1. Have children think of words containing a given word chunk or word family e. g – an words (pat, sat, cat) 2. Let them write each word on 1/8 sheet of paper. 3. Ask them to paste/glue this on the manila paper.

Literature-based: Story Mobile (refer to previous instructions) Literature-based: Picture Walk Title: Picture Walk Objective: to tell stories in sequence Materials/.preparation: Number of players/participants: Procedure:

Your book Picture Walk sheet Crayons or markers

1. Write the title and author. 2. Think about how to retell the story in pictures. 3. Decide on three key events. They should retell the beginning, middle, and

ending. 4. Draw a picture for each event in the order they happened.

Source: Reading-Writing Connections

D. SONGS/RHYMES/ POEMS

Snap And Clap Objectives: to count backward to develop body coordination to count in one-to-one correspondence to develop a sense of rhythm Materials: none Number of players/participants: whole or small group Procedure: The children clap together in rhythm, counting forward, “One, two, three, four” and then snap their fingers counting backward, “four, three,

two, one.” Repeat this over and over again without losing a beat between the last clap and the first snap.

10

I Can Do Many Things PEHT – p.162 Sung to the tune of Bahay Kubo

BATANG MUNTI

Ako’y batang munti Na may laging mithi Maganda ang ugali

Mabuti ang gawi Kahit batang munti

BISIG

Itong ating bisig Matatag, makisig

Kung magkakabigkis Lahat makakamit Dito sa daigdig

BALIKAT

Sukatan ng lakas Ang ating balikat

Kung may binubuhat Bagay na mabigat Dito sumasadlak

BUHOK

Itong ating buhok Tuwid man o kulot Sa ulo ay suklob

Pampagandang lubos Kaloob ng Diyos

Everybody Do This

Everybody do this (do an action such as shaking one hand or tapping one’s shoulder)

Do this, do this Everybody do this Just like this Song is repeated each time a new action is done

E. INDOOR/OUTDOOR ACTIVITIES

Count And Turn Objectives: to count in sequence to develop body coordination to develop a sense of rhythm to count in one-to-one correspondence Materials: none Number of players/participants: whole or small group Procedure: 1. The children stomp their feet as they count, throwing their arms up in the air to emphasize the last number in the sequence. The children

change directions without losing the beat, counting “one” as they turn.

One, two, three, four, five, six, seven, eight (turn) one, two, three, four, five, six, seven, eight

(turn) one, two, three, four, five, six, seven, eight….

People Counting Games (8) Objectives: to count in sequence to count in one-to-one correspondence to develop body coordination to develop a sense of rhythm Materials: ball or jump rope Number of players/participants: whole or small group Procedure:

Bouncing ball/: “One, two, three, four, five, six, seven, eight” (bounce a ball/ jump rope) Jumping rope “one, two, three, four, five, six, seven, eight” (bounce a ball/ jump rope) Circle Game (8) Objectives: to count in sequence to count in one-to-one correspondence to develop body coordination to solve problems to predict outcomes Materials: chairs for each player Number of players/participants: 6 - 8 children Procedure:

Children stand in a circle with their chairs behind them. One child is designated to start the counting, and this child wears a hat to clearly delineate his or her from the others. The starter begins the counting and each child counts off in sequence. The child who says the last number in the sequence sits down. The children go around and around the circle, skipping over those sitting down, until only one child is left standing. Repeat the activity exactly, starting with the same child and going in the same direction, using the same sequence, and neither adding nor removing any children. Ask the children to predict who they think will be the last one standing.

11

Title: Body Letters Objective: to be able to form letters through body simulations. Materials: Letters of the Alphabet Number of players/participants: 3-5 children in each group Procedure:

1. Divide the class into groups of three to five students. 2. Assign each group a letter to form with their bodies. They might form the letter individually (each child forming it), or use the entire group to

form it, e.g., four children might lie on the floor to form letter E).

12